Understanding self-regulated learning in open-ended online assignment tasks

Sue Bennett, Lori Lockyer, Gregor Kennedy, Barney Dalgarno

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

Abstract

Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.
Original languageEnglish
Title of host publicationDeveloping evaluative judgement in higher education
Subtitle of host publicationAssessment for knowing and producing quality work
EditorsDavid Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai
Place of PublicationLondon
PublisherRoutledge
Chapter9
Pages90-98
Number of pages9
Edition1st
ISBN (Electronic)9781315109251
ISBN (Print)9781138089358, 9781138089341
DOIs
Publication statusPublished - 2018

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